International

Leadership Methodologies Compared

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One of  the- some would say the one - key pre-occupations of leadership is the future. And the trouble with the future is that it hasn't happened yet - so there are many techniques for attempting to organise thinking around shaping the future. This simple table compares the key features of three different currently popular approaches or methodologies.

CUREE's Local Leadership of Education and Training project for the Education and Training Foundation included some experimental testing of these three approaches which you can also download from here

If you are interested in CUREE's Leadership Development Work, you'll find more about it here or contact Niamn Mc Mahon to discuss your situation

Teachers' Professional Identities - CUREE at the ICSEI 2020 Conference

The International Congress for School Effectiveness and Improvement (ICSEI) is unusual for bringing together policy makers, educationalists and researchers from around the world. CUREE's Bart Crisp, with colleagues from the Universities of Ontario (Professor Carol Campbell) and Birmingham (Dr Tom Perry) went to the 2020 Conference held in Marrakesh to make presentations at a symposium drawing on the 3-year research project CUREE orchestrated for Education International.

That research explored how teachers' professional identities are formed through the lens of seven contrasting jurisdictions around the world.  

You can find the full report and a summary here

How do different countries construct teachers' professional identities?

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researchED Blackpool 2019

This presentation, made by Philippa Cordingley to the 2019 researchEd conference at St  Mary's Catholic Academy in Blackpool, looks at evidence collected from 7 countries across the globe.

It draws on a report of research undertaken by CUREE and commissioned by Education International. The full report can be downloaded from here

Rational Numbers

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Investigating Compulsion for Mathematics Study to 18

In comparison to other jurisdictions, England is viewed as having a mathematics ‘problem’ at all age groups, but specifically for those aged 16–18 years.The government has shown its support for increasing participation in mathematics, stating that it hopes to have ‘the vast majority of 16- to 18-year-old learners studying some form of mathematics within the next decade’. The research contained herein sought to investigate the evidence behind the calls for compulsion.

Enhancing achievement for vulnerable students

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Enhancing achievement for vulnerable students: the role of research engagement and knowledge and capacity building in complex systems

This paper to the 2013 AERA conference in San Francisco focuses on two aspects of the use of research and evidence in increasing educational effectiveness. It explores the contribution of use of research and evidence to meeting the needs of vulnerable students (Proposition 1) and the way in which it becomes increasingly important as the governance of education moves from central regulation to de-regulation, from a small number of high profile players to an increasingly diffuse, diverse and localised group of stakeholders. (Proposition 2), As remarked in OECD (Fazekas & Burns, 2012) knowledge and its use moves centre stage in the context of increasing complexity in education governance systems. Similarly, in the context of the complexity of the learning needs of the most vulnerable and the difficulties education systems have in responding effectively to them, research and evidence about high leverage approaches have a particularly important part to play. (Ibid).

CUREE Easter Enews

Contents

  • Philippa’s Easter Blog
  • Route Maps – a key element in the CPD journey from primary to HE
  • Frederick Bird School
  • The new OfSTED Data Dashboard
  • Using Support Staff to make a difference
  • BERA SAGE practitioner award
  • Quis custodiet..?
  • Bad Science – Good Education?
  • Evidence for Professional learning
  • Accessing the evidence – the CUREE guarantee
  • Links

 

Philippa’s Easter Blog